9780201642032-0201642034-Integrated Arithmetic and Basic Algebra (2nd Edition)

Integrated Arithmetic and Basic Algebra (2nd Edition)

ISBN-13: 9780201642032
ISBN-10: 0201642034
Edition: 2
Author: Bill E. Jordan, William P. Palow
Publication date: 2000
Publisher: Addison Wesley
Format: Paperback 808 pages
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Book details

ISBN-13: 9780201642032
ISBN-10: 0201642034
Edition: 2
Author: Bill E. Jordan, William P. Palow
Publication date: 2000
Publisher: Addison Wesley
Format: Paperback 808 pages

Summary

Integrated Arithmetic and Basic Algebra (2nd Edition) (ISBN-13: 9780201642032 and ISBN-10: 0201642034), written by authors Bill E. Jordan, William P. Palow, was published by Addison Wesley in 2000. With an overall rating of 4.0 stars, it's a notable title among other books. You can easily purchase or rent Integrated Arithmetic and Basic Algebra (2nd Edition) (Paperback) from BooksRun, along with many other new and used books and textbooks. And, if you're looking to sell your copy, our current buyback offer is $0.43.

Description

A combination of a basic mathematics or prealgebra text with an introductory algebra text, Integrated Arithmetic and Basic Algebra provides a unique, integrated presentation of the material for these courses that is extremely beneficial to students. As opposed to traditional texts that present arithmetic at the beginning and algebra at the end, this text integrates the two whenever possible, so that students see how concepts are interrelated rather than learning them in isolation and missing the "big picture." The ideas and algorithms shared by arithmetic and algebra are introduced in an arithmetic context and then developed through the corresponding algebraic concept. For example, operations with rational numbers and rational expressions are discussed together, whereas most texts discuss operations with rational numbers early on and operations with rational expressions much later. The Jordan/Palow text helps students recognize algebra as a natural extension of arithmetic using variables. This approach aligns directly with NCTM and AMATYC standards, which suggest playing upon students' previous knowledge to teach new concepts.

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